Comparative Language and Education for Development Policies Between the Gambia and Ghana: Advocacy for Change

Abstract

This study adds to the scholarship of Achebe (1965) and Ngugi (1992) on the use of the English language in early childhood education. Secondly, it explores the use of education for development in the Gambia and Ghana. This is significant because both countries share a similar political history and education systems. The purpose of the review is to analyze the similarities and differences between the Gambia’s and Ghana’s educational systems with respect to language and education as a roadmap to socio-economic development. The study’s conceptual framework is House (2004) GLOBE dimensions of culture, which was used to analyze these countries language and education for development policies. On its data collection, the inquiry uses secondary data and policy documents. The findings show that Ghana is more assertive than the Gambia in its policies on language in early childhood education and education for national development. Furthermore, Ghana’s policymakers are more willing to roll out policies geared towards language and education for development. Consequently, the study enables policy borrowing since it identifies and offers recommendations for language policies and education for development in both countries.